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Memory Flashcards

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1
Q

What is the multi-store model of memory and its features?

A

A linear model which suggests that information flows through the memory system
The model suggests that our memory is split into three stores linked by processing (sensory register, short-term memory and long-term memory)
Each store has its own characteristics in terms of coding, capacity and duration

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2
Q

What is the definition of coding?

A

The format in which information is stored in a memory store

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3
Q

What is the definition of capacity?

A

The amount of information that can be held in a memory store

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4
Q

What is the meaning of duration?

A

The length of time that information can be held in a memory store

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5
Q

What is the sensory store?

A

Memory store for each of our 5 senses.
Receives and stores information from our environment via our senses

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6
Q

What does information in the sensory store needs in order to be transferred into short term memory?

A

Attention

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7
Q

What is the coding of the sensory memory store and who is the researcher?

A

MODALITY SPECIFIC
The information is stored in the form it arrives, each of the 5 senses has its own store

CROWDER
Found that the sensory register only holds info in the iconic store for a few milliseconds, 2-3 seconds in the echoic store

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8
Q

What is the capacity of the sensory memory store and who is the researcher?

A

VERY LARGE

SPERLING
3 X 4 grid letters were flashes onto a screen for a small moment, after a tone was sounded which indicated which row participants had to recall. Results indicated that participants could effectively process all sensory based information and recall the allocated rows

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9
Q

What is the duration of sensory memory and who is the researcher?

A

0.5-3 seconds
- limited, dependent on age

WALSH AND THOMAS
-found that the iconic sensory store has an average duration of 0.5-3s, decreases as individuals get older.

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10
Q

What is short term memory?

A

A limited capacity store which receives information from the sensory register and temporarily stores it.

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11
Q

What is the coding of our short term memory and who is the researcher?

A

ACOUSTIC

BADDLEY
Gave different lists of words to 4 groups of participants to remember
G1= acoustically similar words
G2=acoustically dissimilar words
G3=semantically similar words
G4= semantically dissimilar words

  • found that participants performed worse with acoustically similar words, after having to recall immediately, caused by acoustic confusion in their STM
  • found that participants performer worse with semantically similar words, after having to recall after 20 minutes, caused semantic confusion in their LTM
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12
Q

What is the capacity of our short term memory and who is the researcher?

A

7 +/- 2 ITEMS

MILLER
- digit span test
-participants read a series of numbers and repeated them back to the researcher in the same order
- number of digits they had to recall increased
-capacity of STM can be increased by chunking

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13
Q

What is the duration of our short term memory and who is the researcher?

A

18 -30 SECONDS MAXIMUM

PETERSON AND PETERSON
- 24 undergrad students, each in 8 trials
- participants were given a letter triagram to remember and also a 3 digit number
- participants had to count backwards in threes from that 3 digit number until they were told to stop
- told to stop counting after different amounts of time
- after 3s the average recall was 80%, after 18s the average recall was 3%

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14
Q

What is long term memory?

A

Permanent memory store.
Receives information from short term memory

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15
Q

What is the coding of our long term memory and who is the researcher?

A

SEMANTIC

BADDELEY
- when they recalled the word list after 20 mins, from their LTM, participants performed worse with semantically similar words
- caused semantic confusion in their long term memory.

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16
Q

What is the capacity of our long term memory and who is the researcher?

A

UNLIMITED
- information may be lost due to decay but losses do not occur due to limitations of capacity

LINTON
- kept a daily diary of events on cards, associated each event with a keyword
-could recall any days events by being given a key word to the accuracy of 70% even up to 7 years later
- shows huge capacity of LTM as an estimated 11,000 items were recorded

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17
Q

What is the duration of our long term memory and who is the researcher?

A

UNLIMITED / UP TO LIFETIME

BAHRICK ET AL
- 392 American participants aged 17 - 74
- photo recognition/ recall test for names
- participants tested within 15 years illustrated 90% accuracy in the photo recognition task
- after 48 years, participants still illustrated 70% accuracy in the photo recognition task
- emphasises how information in long term memory may last up to a lifetime

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18
Q

How does the case study Clive Wearing SUPPORT the multi-store model of memory?

A

-contracted a viral infection which resulted in a severe form of amnesia.
-still knew he had children from an earlier marriage and recognises his second wife.
- cannot make any new short term memories, new ones formed only lasted 30 seconds.
-provides evidence to suggest that long term memory is in fact lifetime
- duration of short term memory can be as little as 30 seconds.

19
Q

How does the Murdock Serial position effect SUPPORT the multi store model of memory?

A
  • Murdock suggested that our ability to recall information usually works on what we learn/ hear first and what we learn/ hear last
    -suggestion came from experiments whereby participants were asked to read a list of words and then immediately recall them in any order
  • results indicated that words at the beginning for the list (primacy effect) and end of the list (recency effect) were recalled better than those in the middle
  • supports the multistore model as it shows we have 2 different stores that our memory is broken into.
    -increases validity
    -primacy effect= long term store
    -recency effect= short term store
20
Q

How does the case study of KF QUESTION the multi store model of memory?

A
  • had amnesia
  • found that his short term memory for dugouts was poor when read out loud to him but much better when he read the digits to himself
  • difficulty in dealing with verbal based information but a normal ability with visual based information
  • suggests that there is more to the short term memory store, STM suggests that it works best with verbals information KF proves this as wrong
    -questions/ decreases validity of model
21
Q

What is the working memory model?

A

Model that suggests our short term memory is an active processor of information.
Consists of components such as ‘slave systems’ which enable several pieces of information to be held at one time in our short term memory whilst they are being processed
Suggests that we can complete two tasks at the same time (dual tasking) effectively but only if each task requires/ uses a different system. This is due to the small capacity each system has.

22
Q

What is the central executive within the working memory model?

A

The component of the model which controls and coordinates the activities of the three other systems, it allocates jobs to other systems and collects the responses

23
Q

What is the capacity and coding of the central executive system within the working memory model?

A

Limited capacity
Coding; modality free

24
Q

What is the visuo-spatial sketch pad within the working memory model?

A

Process visual and spatial based information
Has been subdivided into:
Visual cache- stores the visual information
Inner scribe- records the spatial information

25
Q

What is the coding and capacity of the visual-spatial sketch pad?

A

Coding- visually
Capacity- limited

26
Q

What is the phonological loop component within the working memory model?

A

Processes auditory based information, includes both written and spoken material.
Has been subdivided into:
Articulatory process- repeats words/ sounds in a ‘loop’ to keep them present whilst being processed
Phonological store- stores what is heard

27
Q

What is the coding and capacity of the phonological loop?

A

Coding- acoustic
Capacity- 2 seconds worth of information

28
Q

What is the episodic buffer within the working memory model?

A

Component of the model which brings together material from the other systems into a single memory. It integrates the visual, spatial and verbal information processes by the other systems and maintains a sense of time sequencing ( recording events that are happening)

29
Q

What is the coding and capacity of the episodic buffer?

A

Coding; modality free
Capacity; limited

30
Q

How is the working memory model supported by the case of KF?

A
  • suffered from amnesia
    -found that KFs short term memory for digits was poor when read out loud to him, but much better when he read the digits to himself. Difficulties in dealing with verbal based information but a normal ability with visual based information.
  • provides evidence to suggest that our short term memory is split into separate slave systems as KFs visuospatial sketch pad has worked hade worked but his phonological loop hadn’t.
  • increases validity
31
Q

How does brain scan research support the working memory model?

A

Paulescu used a PET scan tho record brain activity when participants were either performing verbal tasks or visual tasks.
Results found that different areas of the brain were active during each task. Showed quite clearly that verbal and visual tasks are performed by different brain regions and therefore suggests that the phonological loop has visuosopatial sketch pad are physically separate from each other as the working memory model suggests.
- clearly our short term memory is broken into different slave systems
-increases validity

32
Q

How does not all components being scientifically tested question the working memory model?

A

Components such as the central executive and episodic buffer are almost impossible to scientifically tested as they are completely abstract components.
- makes it extremely difficult for researchers to check for validity regarding these components

33
Q

How are dual task assumptions supported by research?

A
  • when Bradley’s participants carried out visual verbal tasks at the same time (dual task) their performance on each was similar to when they carried out the tasks separately.
    When both tasks were visual or both verbal performance on both declined
  • both visual (or verbal) tasks compete for the same slave system, whereas there is no competition when performing a verbal and visual task together
  • shows there must be a separate slave system that processes visual input
34
Q

What are the different types of long term memory

A

Episodic memory
Semantic memory
Procedural memory

35
Q

What are the different slave systems within the working memory model?

A

Central executive
Phonological loop
Visuospatial sketch pad
Episodic buffer

36
Q

What is episodic memory?

A
  • long term memory store for personal events
  • memories are time stamped, you can remember when they happened
  • memories within this store need to be retrieved consciously and with effort
  • two areas of the brain are involved :
    Prefrontal cortex , neocortex
37
Q

What is semantic memory?

A
  • long term memory store for our knowledge of the world
  • includes facts and our knowledge of what words and concepts mean
  • memories are not time stamped, cannot remember when we learnt them.
  • information is less personal, memories have to be retrieved deliberately.
  • hippocampus may have a role in processing semantic memories although a variety of brain areas are thought to be involved.
38
Q

What is procedural memory?

A
  • long term memory store for our knowledge of how to do things.
  • includes our memories of learnt skills
  • recall these memories without conscious or deliberate effort, they can be time stamped depending on how memorable the learning was.
  • areas of the brain involved are the cerebellum and motor cortex, both involved in movement
39
Q

How do the case study of Clive wearing and HM support the different types of long term memory?

A
  • episodic memories in both individuals were severely impaired due to brain damage, semantic memories were relatively unaffected.
  • HM could not recall stroking a dog an hour prior to doing so , but understood the concept of what a dog is.
  • Clive wearing knew how to read and play music, but could not form new personal memories or recall previous ones.
  • provides evidence to suggest that long term memory is in fact broken into multiple stores as they are able to retrieve one type but not another
  • increases validity
40
Q

How does neuroimaging evidence support the different types of long term memory?

A
  • tulving found that different types of memory are associated with different parts of the brain.
  • found using PET scans that episodic and semantic memories were both recalled from the prefrontal cortex, however, found that the left prefrontal cortex was involved in recalling semantic memories whereas episodic memories were recalled from the right prefrontal cortex.
  • provides evidence to suggest that long term memory is broken into multiple components
  • tulving found using PET scans that semantic memories were recalled from the left prefrontal cortex and episodic memories were recalled from the right prefrontal cortex
  • increases validity
41
Q

How do practical applications support the different types of long term memory?

A
  • understanding types of long term memory has allowed psychologists to help people with memory related problems.
  • research has shown that memory loss with age is specific to episodic memory.
  • Belleville eat all devised an intervention to improve episodic memories in older people.
  • trained participants in this intervention performed better on a test of episodic memory after training compared to a control group.
  • as treatment based on tulvings theory has been effective it lends validity to tulvings explanation and suggestion that there is more to our long term memory than just one store
42
Q

How are the different types of long term memory questioned by the research of Cohen and Squire?

A
  • disagreed with Tulving’s division of LTM.
  • suggested that our LTM should be split into two types:
    Declarative ( memories which we consciously recall)
    Non-declarative ( memories which we unconsciously recall)
  • research suggests that there is more to our LTM than just three types as Tulving suggested.
  • could be argued that Tulving’s concept of our LTM is incomplete.
43
Q

What are the two explanations for forgetting?

A

Interference theory

Retrieval failure theory

Psychology (8 decks)

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